Applied linguistics _Content and Task based Instruction
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The document discusses Content-Based Instruction (CBI) and Task-Based Instruction (TBI) as approaches to language teaching, emphasizing that CBI integrates subject matter with language learning while TBI focuses on completing meaningful tasks that relate to real-world activities. CBI promotes motivation, collaboration, and valuable study skills, but may confuse learners with implicit language instruction and difficulty in sourcing comprehensible materials. TBI encourages natural learning and communicative fluency, emphasizing learner-centered methodologies while allowing for teacher guidance.
Applied linguistics _Content and Task based Instruction
- 1. APPLIED LINGUISTICS Content Based Instruction & Task Based Instruction Royal University of Phnom Penh Institute of Foreign Languages Department of English Prepared by: Son Chakriya Hang Sochetra Chey Sotharoth Nem Sopheak Panha Theng Sothea Panha
- 2. CONTENT BASED INSTRUCTION The presented by Panha & Panha
- 3. Definition: • Content: the use of subject matter as a vehicle for second or foreign language teaching/learning • CBI: • The integration of content learning with language teaching aims • The concurrent study of language and subject matter, with the form and sequence of language presentation dictated by content materials .
- 4. “Content-Based Instruction is an approach to language teaching that focuses not on the language itself, but rather on what is being taught through the language; that is, the language becomes the medium through which something new is learned”
- 5. How it works • The main focus is Motivation • Learner centered • It promotes motivation
- 6. An example of CBI lesson can be approached following these steps: • Preparation • A subject of interest is chosen. • Finding suitable sources that deal with different aspects of the subject. These could be websites, reference books, audio or video of lectures or even real people. • The lesson • Using small groups • Assigning each group a small research task and a source of information in the target language to use to help them fulfil the task. • groups sharing and comparing information. • A result in the form of an end product such as a report or presentation of some kind.
- 7. Pros & Cons Pros: • Language learning becomes more interesting and motivating. • CBI offer a wide educational knowledge to learners in the form of the different topics instructed. • It helps students develop valuable study skills such as note taking, summarizing and extracting key information from texts. • Developing collaborative skills, especially when using group work, which can have great social value. • In a nutshell, although CBI is a challenging approach for both teachers and students, the outcome of its implementation can be rewarding and motivating.
- 8. Cons: • CBI implicit language instruction can confuse learners and may give them the impression that they are not actually learning language. • Overuse of native language can be a problem in some parts of the lesson. • Finding information sources and texts that lower levels can understand can be difficult.
- 9. How can CBI be used in the language classroom? It is not enough to simply integrate content into the language classroom, it must be done effectively. Stoller (2002) lists eight practices that allow for natural content integration: • Extended input, meaningful output, and feedback on language and grasp of content • Information gathering, processing, and reporting • Integrated skills • Strategy Training • Visual Supports • Contextualized Grammar Explanation
- 10. TASK-BASED INSTRUCTION Hang Sochetra & Chey Sotharoth
- 11. What is Task? • An activity in which • Meaning is primary • There is some communication problem to solve • There is some sort of relationship to comparable real-world activities • Task completion has some priority • The assessment of the task in terms of outcome. Peter Skehan(1998a: 95)
- 12. Tasks are usually “Bigger” in their Ultimate Ends than Techniques Task A Special Form of Technique Several Techniques
- 13. Task-based Instruction Method Centre of One’s Methodological Focus
- 14. Researchers Types of Tasks that Enhance Learning Examine Teacher Roles Task-Specific Learner Factors Other Variables
- 15. Successful Achievement of Objectives
- 16. • Do they ultimately point learners beyond the forms of language alone to real-world contexts? • Do they specifically contribute to communicative goals? • Are their elements carefully designed and not simply haphazardly or idiosyncratically thrown together?
- 17. • Are their objectives well specified so that you can at some later point accurately determine the success of one techniques over another? • Do they engage learners in some form of genuine problem-solving activity?
- 18. 1.Task-Based Instruction offers the opportunity for natural learning inside the classroom. 2.It emphasizes meaning over form but can also cater for learning form. 3.It is compatible with a learner-centered educational philosophy but also allows teacher’s input and direction. 4.It caters to the development of communicatively fluency while not neglecting accuracy.